小马虎的克星来了!     

米米 《红领巾》2004,(1)

~~小马虎的克星来了!@米米 @Nancy  相似文献   

Reviews
New products     

Nancy Nicolaisen 《TechTrends》2004,48(5):78

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SELF ASSESSMENT IN THE CONTEXT OF THE McMASTER PROBLEM SOLVING PROGRAMME     

Donald R. Woods  Robert R. Marshall  Andrew N. Hrymak 《Assessment & Evaluation in Higher Education》1988,13(2):107-127

Self assessment is applied to develop students' confidence in their problem solving ability in the context of a four‐course sequence in Chemical Engineering, called the McMaster Problem Solving (MPS) programme. The issues in using self assessment are explored and then illustrated in the context of the MPS programme. The criteria for assessment are public, explicit and related to the learning objectives for each of 35 separate skills, topics or Units that comprise the programme. The criteria are primarily generated by faculty, but the students can generate their own to obtain higher levels of accomplishment. Students use journal writing as the main method of providing evidence, satisfying the criteria and demonstrating achievement. The students rationalise their self assessment in an interview with the instructor. The self assessment counts for between 10 and 27% of their grade. The students receive 6 hours of training on self assessment early in the course. Self assessment is applied to all of the subsequent activities in the MPS programme.

Comparisons are given between students' summative assessments and their performance on a written final examination and their overall mark in the course. The average deviation is usually less than 10%.

The approaches taken in this MPS programme are compared with those of others. Suggestions for development and improvement are noted.  相似文献   

HIV/AIDS Outreach: Curriculum Development and Skills Training to Health and Information Professionals     

Gretchen M. Kuntz  Nancy Schaefer  Hannah F. Norton  Michele R. Tennant 《Medical reference services quarterly》2018,37(1):60-73

With funding from the National Library of Medicine HIV/AIDS Community Information Outreach Program (ACIOP), librarians at the University of Florida Health Sciences Libraries partnered with university and community groups to facilitate collaboration, develop new information resources, develop information-seeking skills, and raise general awareness surrounding HIV/AIDS risks, prevention, and treatment. This article describes the skills development elements of the project, including development and implementation of an HIV/AIDS information resource curriculum for health care providers, social services professionals, and public librarians within the project’s partner organizations.  相似文献   

Stories Small and Tall: A Celebration of Andreas Kazamias’s Praxis     

Nancy Kendall 《欧洲教育》2018,50(2):134-140

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Considering research sense and policy cents in the development of a metatheory for learning disabilities     

E S Ellis  E J Sabornie  K J Marshall 《Journal of learning disabilities》1988,21(4):223-6, 229

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Constructing knowledge in the context of BioWorld   总被引：1，自引：0，他引：1  

Lajoie  Susanne P.  Guerrera  Claudia  Munsie  Steven D.  Lavigne  Nancy C. 《Instructional Science》2001,29(2):155-186

BioWorld is a computer learning environmentdesigned for high school biology students. BioWorldcomplements the biology curriculum by providing ahospital simulation where students can apply what theyhave learned about body systems to problems where theycan reason about diseases. Students workcollaboratively at collecting evidence to confirm orrefute their hypotheses as they attempt to solveBioWorld cases. The present study examined students'use of BioWorld to solve problems related to thedigestive system. Analyses of student actions andverbal dialogue were conducted to pinpoint the typesof features within BioWorld that were most conduciveto learning and scientific reasoning. An exploratoryanalysis of the types of assistance provided tostudents by a teacher, researcher, and BioWorld alonewas conducted to examine how scaffolding influencedstudent actions.  相似文献   

Statistical reasoning of middle school children engaged in survey inquiry     

Nancy C. Lavigne  Susanne P. Lajoie   《Contemporary educational psychology》2007,32(4):630-666

The case study examined two groups of grade 7 students as they engaged in four inquiry phases: posing a question and collecting, analyzing, and representing data. Previous studies reported analyses of statistical reasoning on a single inquiry phase. Our goal was to identify the modes of statistical reasoning displayed during group discussions in all phases as children designed and conducted their own inquiry. A content analysis of audio and video recorded discussions yielded 10 statistical reasoning modes: six relate to Garfield and Gal’s [Garfield, J., Gal, I. (1999). Teaching and assessing statistical reasoning. In L. V. Stiff, & F. R. Curcio (Eds.), Developing mathematical reasoning in grades K-12. 1999 Yearbook (pp. 207–219). Reston, VA: National Council of Teachers of Mathematics] statistical reasoning types involved in the collection, analysis, and representation of data and four modes deal with an aspect of inquiry not exclusively focused upon in the literature on statistical reasoning—i.e., the problem-posing phase. Although students’ reasoning reflected an incomplete understanding of statistics they serve as building blocks for instruction.  相似文献   

The social role in promoting cognitive growth over the life-span     

Milton Schwebel  Charles A. Maher  Nancy S. Fagley 《Prospects》1990,20(3):263-275

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School is fun at recess: informal analyses of written language for students with learning disabilities     

Gregg N  Mather N 《Journal of learning disabilities》2002,35(1):7-22

The purpose of an informal analysis of written language is to identify what writers can do as well as what they find difficult about writing. This article reviews the varied components of written language, suggests informal means for assessment, and summarizes the cognitive and linguistic factors that influence varied aspects of writing performance. Two informal evaluation scales are presented that stress the interconnection between oral and written language processes.  相似文献